We know many children who have been absent from school for long periods may not return when schools re-open, especially as new barriers have arisen and/or previous barriers have been further exacerbated. We also fear a ‘second wave’ of drop-outs – children who return post-Covid but find they have fallen further behind and feel they have no hope of catching up and decide to drop out.
In Uganda, Save the Children have developed an integrated model to support children in a safe return to learning by delivering Catch-up Clubs (CuCs) through a 14-year Sponsorship Program called the Baana Project. Catch-up Clubs build on existing evidence-based programs in community-based learning, which seek to improve the literacy skills for children in grades 3-5. Children are taught at their reading level, and provided other support to ensure participation in the clubs which typically run on 13-week academic cycles.
Waliku is supporting three projects- Baana, PPCL and Hempel- with tracking progress of learners identified for CuCs to to increase efficiency and effectiveness of the intervention. Information on learner reading assessments and outcomes, enrolment, attendance, absenteeism and child protection incidents enables the Community Learning & Inclusive Facilitators (CLFs & CLIFs) to provide appropriate support.
Our Objectives:
In Uganda, Save the Children have developed an integrated model to support children in a safe return to learning by delivering Catch-up Clubs (CuCs) through a 14-year Sponsorship Program called the Baana Project. Catch-up Clubs build on existing evidence-based programs in community-based learning, which seek to improve the literacy skills for children in grades 3-5. Children are taught at their reading level, and provided other support to ensure participation in the clubs which typically run on 13-week academic cycles.
Waliku is supporting three projects- Baana, PPCL and Hempel- with tracking progress of learners identified for CuCs to to increase efficiency and effectiveness of the intervention. Information on learner reading assessments and outcomes, enrolment, attendance, absenteeism and child protection incidents enables the Community Learning & Inclusive Facilitators (CLFs & CLIFs) to provide appropriate support.
Our Objectives:
- To improve learning outcomes through community-based reading clubs
- To support the identification and referral of child protection issues through an integrated community case management approach
- Provide a suite of digital solutions capable of tracking and monitoring learner absences and wellbeing.
- To provide Cash and Voucher Assistance to vulnerable households
Major function that we wanted was attendance tracking because we had challenges in the sponsorship. Given that we are education (based), attendance is key. However, we were getting challenges in getting attendance records. So when Waliku was introduced to us, we were quick to embrace it, and it has really helped us in attendance tracking, and that’s the greatest contribution that we are really proud of. |
COUNTRY counterparts
Ronald Mubiru meal coordinator save the children uganda |
Rogers Tumusiime Project coordinator basic education for baana program |
Judith Agaya project manager for hempel program |
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Timothy Mitala project manager for PPCL program |
Livingstone ppcl & HEMPEL PROGRAM COORDINATOR |
